Boston Schools Battle Over Mcas Scores
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Boston Schools Tackle MCAS Score Concerns
Summary
Boston Schools are grappling with stagnant Massachusetts Comprehensive Assessment System (MCAS) scores for the second year in a row. This situation is causing concern for both local schools and the state, especially regarding grades 3-8, with a particular focus on third grade.
Article
Boston Schools find themselves at the center of current concerns over stagnant student performance on the Massachusetts Comprehensive Assessment System (MCAS). For the second consecutive year, test scores have plateaued, worrying both Boston Schools and state education officials.
The main issue revolves around MCAS scores for grades 3-8, particularly affecting third graders. While Boston Schools generally reflect the state's overall trends, there are some minor variances. Tenth grade stands out as the only level showing overall improvement, with 84% of students passing the English and math sections on their first try.
The pressure on Boston Schools to meet high testing standards stems from the 2001 No Child Left Behind (NCLB) Act, which mandates that all students achieve a proficient level on state assessments by 2014. “Proficient” is the second highest rating possible, making the stagnant scores a concern for officials.
Both the NCLB act and MCAS exams are hot topics of political debate. Former Massachusetts Governor Mitt Romney staunchly supported MCAS testing and even threatened to withhold funding from New Bedford Schools for planning to award diplomas to students who hadn’t passed the exam.
In contrast, current Governor Deval Patrick advocates for a more varied approach. Speaking before the Joint Commission of Education, Patrick urged the use of diverse diagnostic methods to determine graduation eligibility, rather than relying solely on state exams. Many Boston Schools teachers support this, suggesting that portfolios, report cards, term papers, and creative work should be part of student assessments.
Romney and other testing supporters believe that this perspective contributes to the problem. During his tenure, Romney accused the teachers' union and the Democrat-led legislature of obstructing progress by opposing his merit pay initiative for teachers. The debate between accountability, performance-based pay, and recognition of diverse learning styles is at the core of national disagreements and those within Boston Schools.
So, what do these stagnant scores mean for Boston Schools? Experts suggest various factors might be at play, including underprepared teachers, insufficient pay, racial disparities, large class sizes, and inadequate preschool preparation. Unfortunately, educators and administrators in Boston Schools do not have a one-size-fits-all solution.
The likely response will be more pilot programs aimed at addressing these issues, with future actions based on their outcomes. Boston Schools remain one of the nation's most scrutinized districts due to its size, urban challenges, racial diversity, and proximity to top universities.
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